Assessment for Action

Assessment Informs Learning

Learning is our purpose. Assessments should inform the learning progress and provide actionable data to direct instruction and supports. Assessments should never dominate the classroom routine or unnecessarily consume valuable instructional time.

Why is this Important?

Core programs in Math and English‐Language Arts ensure a spiraled curriculum, consistency in terminology, and uniform grade‐level expectations around common resources. However, in a desire to maintain the fidelity of the core program, excessive time is consumed by curriculum‐based assessments. Teachers need the authority to select the most appropriate assessments that provide sufficient data to drive their instruction and to provide the student with information on their learning progress.

Key Questions

Do my current assessments provide actionable data at the student level?

How much class time is consumed with assessing students?

Is my classroom learner focused or assessment focused?

Can the student use the assessment data to direct their own learning?

Next Steps

  • Grade‐level teams need to evaluate which assessments provide the most actionable data, then remove the rest from their testing routine.
  • Design whole class instruction and individual supports from collected data that is reviewed individually by the teacher and discussed as a team.
  • Assessment data presented as learning progress, needs shared with the student and parents regularly.
  • Grade‐level teams must design relevant learning tasks for school and for home based on assessment data.